Shake, Rattle, and Roll

An Study of Earthquakes, Their History and Impact and How Others 
Around 
the Country View Them

David Gross
Mendocino Middle School
adatpted from  a State Telementor unit by
Scott Smith, Valley Oak Middle School

Grade Level:
6-8

Unit length: 
Two months

California State Framework Area: Science

Produced in conjunction with the NASA NREN K-12 Partner School 
Program and the 
California Telemation Project

I. INTRODUCTION

	Earthquakes are a matter of fact here in California, as elsewhere 
throughout the world,  and students need to understand their basic 
components as well as be able to survive them.  The recent January 
17th quake in Northridge in Los Angeles as well as the constant 
reminder of Mendocino residents of living within a mile of the San 
Andreas Fault all reinforce the need that students must have for 
earthquake preparation.  Through telecommunication, students will 
enhance their understanding of earthquakes as well as gain a greater 
understanding of disaster preparations in other parts of the nation.

     	This unit focuses on Earth Science but it can be used as part of a 
thematic unit that incorporates Math, Social Science, and Language 
Arts as well.  Through collaborative work using, maps, charts, laserdisc, 
personal experiences, and telecommunications, students will develop a 
greater understanding of earthquakes and plate tectonics. 
Communications along the information highway is stressed:  sending 
as well as receiving information, disseminating information, 
interpreting information, and presenting conclusions.

	The time frame for this unit is flexible....parts could be used 
throughout the entire year.  Generally, twice a week for about five-ten 
minutes, student teams will gather and record earthquake data.  This is 
critical as it gives the student first hand current data on our changing 
earth.  
	After a period of two months of gathering information, the 
primary education on earthquakes will begin and last approximately 
three weeks.  The first phase of this section will be on knowledge 
building while the latter will focus on applying this knowledge 
through special projects. Finally, as part of the evaluation process, 
student teams will make presentations using 
oral/written/video/graphic techniques.

	This unit covers the content of chapter four in the California 
Science Framework.  Earthquakes is a topic that is studied during the 
unit ÒHow has plate tectonics shaped the evolution of earth.Ó  The 
framework themes are: Energy, Evolution, Patterns of Change.  In the 
Mendocino Unified School District, the seventh grade students will be 
using the textbook as a supplementary source of knowledge.


II.  STUDENT OUTCOMES
	By the end of this unit, students will have a greater 
understanding of:
	1.  the dynamically changing earth.
	2.  plate tectonics and what role earthquakes play 
	3.  measuring earthquakes
	4.  preparation and responding to an earthquake
	5.  the effect earthquakes (and other natural disasters) can have 
in peopleÕs lives
	6.  how schools prepare for earthquakes and other natural 
disasters (hurricanes, tornadoes, tsunamis).
	7.  current earthquakes prediction theories
	8.  peopleÕs perception of earthquakes based on their proximity to 
major faults.
	9. how to find and utilize internet resources found using gopher, 
mosaic, and newsgroups. 


III. ACTIVITIES

l.  CaliforniaÕs Slipping Into the Ocean????   

Êa.  Twice a week, students will receive updated earthquake reports 
ÊÊfrom The U.S. Geological Survey via Mosaic 
(http://smaug.ucr.edu/Quakes/quake.html) The students record and 
plot this data on a map of California.  After two months, students 
discuss possible patterns and predictions for future quakes.  
Êb.Information of past, large California quakes are given and plotted on 
a second California map.  Comparisons are made with current quake 
information and the major California quakes of the past.  
c.  Finally, a third map is provided showing the major California 
Êfault line and a comparison is made with the two previous maps.

Ê2.  The ÒBestÓ Room in the School 
Êa.  They will survey their own school, gathering information regarding 
room earthquake safety of each classroom, includingÊÊgym, library, 
playfields, offices, principalÕs room, etc.)
Êb.  Given a map of the school. They will ÒrankÓ each room/area as  
safe, medium, or unsafe in an earthquake. 
Êc.  They will list the areas of negatives and positives for each room 
ÊÊ(for example:  library...bookracks not bolted to floor, large heavy 
displays up high, lots of heavy items on wheels, door access could be 
blocked by falling index card file and heavy tables to hide under, etc.) 

Ê3.  What School is Really Ready
  Êa. Through Internet usenet group Kidsphere and schl.net usenet 
groups, students will gather information regarding how other  
California schools practice earthquake preparedness and share their 
own findings from activity #2.
Êb.  Students will compare schools on earthquake preparation ÊÊand 
rank them according to safety.

Ê4. What to Do?
ÊUsing the Disaster Relief Gopher (zeus.esusda.gov) to search for the 
necessary information, students will prepare a series of three to five 
minute videos to be presented to the School Board showing the Êeffects 
of a major quake on the school. The video will present preparations 
made for various rooms/library/gym etc., imitate a major quake with 
students present, then show responses to the problems this quake 
caused. 

Ê5. What Happened?
ÊÊWhat was it like to live through an earthquake? After reading a first 
person account of the 1906 earthquake written by a 12 year old boy 
living on a dairy ranch atop the San Andreas Fault in Manchester, 
California, students will contact through usenet newsgroups such as 
kidsphere, schl.idea., schl.sci, and K-12.sci. and student forums such as 
Kidcafe other students throughout the world to compare their 
experiences in living through a major quake.

Ê6. Earthquakes, Tornadoes, HurricanesÑJust Where to Live?
ÊThrough access to the newsgroups mentioned in the above exercises 
students will contact other students who live in areas where major 
natural disasters frequently occur. Information will be collected that 
explores the notion that people in non-quake areas may have 
misleading views of what itÕs like to live in a quake area, and those in 
quake areas have a misleading view of what itÕs like to live in areas 
frequented by hurricanes and tornadoes. Comparison of 
disaster preparation, reactions, and attitudes will be made and reports 
prepared for the class. Students will use the following services to gain 
background on various extreme weather 
conditions:
	Illinois Cooperative Extension Gopher 
	telnet: idea.ag.uiuc.edu; login: flood
	ÒBlue SkiesÓ-an interactive weather software program
	Current weather maps from the University of Michigan 
	(http://clunix.cl.msu.edu:80/weather/)
	University of Illinois Weather Machine Gopher
 	( wx.atmos.uiuc.edu)
	
IV. ASSESSMENT

	Students will complete projects, reports and presentations as 
described in the above activities. These will be reviewed for the 
following content:
	--understanding of proper earthquake preparation
	--understanding of proper reaction to an earthquake
	--effects of earthquakes on the lives of those involved
	--understand the perceptions of earthquakes of those not in 
	earthquake areas
	-- appearance of Internet information resources